The
Impact of Content-based instruction on Students' Writing skill and Learning
Motivation at SMP Negeri 6 Wasile
Yuyun Sugianti1, Ruminda2, Juhana3
Universitas Terbuka
[email protected]1, [email protected]2, [email protected]3
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INFO
ARTIKEL |
ABSTRACT |
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Keywords: Content-Based
Instruction, Writing Skills, Learning Motivation. |
This study investigates three main issues
regarding the application of the content-based instruction (CBI) model in
teaching writing skills to eighth-grade students at SMP Negeri 6 Wasile. First, it examines how CBI is implemented in
writing instruction. Second, it assesses the impact of CBI on students'
writing skills and overall learning outcomes. Third, it explores how CBI
influences student motivation in learning writing skills. Conducted among
eighth-grade students in North Maluku, the study employs a descriptive
quantitative method using three instruments: a pre-test and post-test for
writing skills, observation checklists for both teachers and students, and a
student questionnaire. The experimental class received CBI treatment over
four sessions, while the control class was taught using conventional methods.
Observations were made during the treatment, followed by a questionnaire for
the experimental group. Data analysis was performed using SPSS, revealing key
findings: CBI significantly improves students' writing skills, as both
teachers and students find it easier to engage with writing content relevant
to their interests. Additionally, CBI enhances student motivation, making the
learning process more enjoyable and accessible. |
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Language is needed
to communicate with others. The language used adapts to existing needs. English
as an international language is used by many people worldwide and plays an
increasingly important role in many areas of life. So, English is also
considered the most popular foreign language studied by many students
worldwide. According to Syafiq, Sugandi, & Sari
(2023), the use of English require extra learning so that students are able to
use English well in accordance with existing demands (Syafiq et al., 2023).
Furthermore, based
on Rofi�ah (2019) language is a means of
communication. This belief causes English teachers to teach their students how
to communicate in English (ROFI�AH, 2019). Therefore, materials, methods, techniques and learning
activities must encourage and support students to use English as a
communication tool. However, in reality learning activities are still
traditional, such as reading conversations and monologues from written notes,
reading texts, and doing written exercises. Learning English is important for
students. This is important to ensure that our students are ready to face the
world. The success of learning English at school depends on students' ability
to communicate verbally and in writing.
Mastering writing
skills is among the most challenging. The reason for this is that in addition
to developing writing-related abilities like vocabulary, grammar, and spelling,
pupils also need to master other talents. Using resources from the school is inappropriate
given the student's current learning environment. Therefore, English teachers
need to be creative in creating their own teaching materials that are adapted
to their students' circumstances (Yulia, 2017).
Various methods
are used to improve the quality of English among students. The methods used by
educators include methods, use of media, learning approaches and many other
things used in learning. However, before starting a further learning stage the
teacher must take the best approach to students' conditions. Moreover, classes
currently filled by the millennial generation tend to get bored quickly if the
learning is monotonous. The choice of approach must be based on student
characteristics.
The
characteristics of different students are influenced by various existing
factors. These factors include internal factors such as the motivation that
exists in students so that they influence the characteristics of students in
receiving learning. Apart from that, there are external factors such as the
environment and the area where you live (Prasetya, 2016). Students who live in the city will be different from
students who live in the village. Apart from the characteristics, there are
different problems faced. Students who live in villages tend to find it
difficult to access information on these rights due to the lack of internet
access or inadequate availability of facilities. In contrast to students who
live in big cities, of course they will have more ease in accessing information
and the availability of adequate facilities. The problems faced require teachers
to be able to create a learning environment that suits students' conditions and
needs. However, teachers also sometimes encounter obstacles in adapting
teaching to existing student conditions. Similar things can be found at SMP
Negeri 6 Wasile, East Halmahera district, North
Maluku. There are so many phenomena found related to obstacles in the learning
and learning process. The existing phenomenon is students' difficulties in
writing skills. Many students are able to speak well but have difficulty in writing.
Writing is a
little more difficult to learn because in writing students must be able to
express ideas with good grammatical structures. So, needs to be more effort in
learning writing. Apart from that, the aspect of writing skills is not just
writing what you think. In writing, apart from developing ideas into writing,
you also need to choose words (vocabulary), sentence structure (grammar), and
the meaning contained in the writing. Moreover, this causes several obstacles
to be faced especially in English language learning by both students and
teachers. Students' difficulties in learning are not only caused by students'
limited ability to understand the material. However, there are other factors
that influence student learning such as learning motivation. Therefore,
teachers must be able to choose the right method for learning. So, it not only
makes students understand learning but can also increase students' learning
motivation. Moreover, writing skills require in-depth understanding.
There are several
approaches that are worth trying to improve learning outcomes and student
motivation, one of which is content-based instruction. Content-based
instruction can be a suitable choice for the characteristics of current
students. This was stated by Mesureur (2020) that
content-based teaching is becoming increasingly popular in English language
education programs throughout the world (Mesureur, 2012). This is considered an effective way to engage students
with content resources, while improving their language skills.
Improving
students' skills by using content-based instruction in language learning can
provide students with more learning motivation. This is due to adjustments
between existing learning and student desires. With these adjustments, it can
be adjusted to the conditions of the students being taught. This adjustment
makes students learn without coercion and enjoy the existing learning process. Nurza (2015) also expressed the same thing: the
content-based-instruction approach links real situations in students' lives
with existing learning (Nurza, 2016). So, with the content-based instruction approach, students
will be more interested in learning. Students feel that what they are learning
is more familiar so it looks more fun and easier to understand.
It can be seen
that research on content-based instruction has been conducted previously.
However, each place has different level of difficulty so research is needed
regarding this phenomenon. The place to be researched is far from the city so
it is possible to find out the differences faced by children in urban and rural
areas related to writing skills and the use of content-based instruction. In
previous research, the research was carried out in different places. So, the
researcher tries to take the same phenomenon with different school backgrounds.
It takes to know the use of content-based instruction in different situations
and conditions too.
This study has
differences in terms of the condition of the research subjects and the
atmosphere from previous studies. Then, the researcher tries to see the impact
of using content-based instruction to research subjects with different
situations and conditions. Indonesia as a country with a large area causes the
existing education to be uneven. Especially in rural areas that are still
difficult to equalize education because of the long distance. The availability
of facilities and infrastructure certainly greatly supports existing education.
This is similar to the research subjects at SMP Negeri 6 East Halmahera
district, North Maluku which is still said to be an area far from the reach of
education. Therefore, the researcher is interested in studying the subject by
linking it to students' writing abilities and motivation in learning English.
Therefore, based
on the previous research the researcher try to conduct
similar research but under different conditions. This research is different
from previous research which was conducted at different levels and situations
and conditions. This research will be carried out at the junior high school
level. So the title of the research is �The Impact of
Content-based instruction on Students' Writing skill and Learning Motivation at
SMP Negeri 6 Wasile�
Research Design
This research uses a
quantitative descriptive approach because the research data obtained uses
numbers and the analysis uses statistics. Quantitative research is conducted
using statistical methods to collect quantitative data from research studies.
The type of research used is using a true experimental design and a
quantitative descriptive design.
The type of research used is
descriptive research using quantitative descriptive analysis techniques, namely
providing an overview of the problem being studied in the form of numbers. The
following writing scores in the experimental and control classes are used as a
reference for selecting research subjects:
Table 1 Writing Score
|
Experimental Class |
Control Class |
|
65 |
70 |
|
70 |
70 |
|
55 |
60 |
|
60 |
65 |
|
70 |
65 |
|
70 |
65 |
|
65 |
50 |
|
55 |
60 |
|
60 |
60 |
|
55 |
65 |
|
55 |
55 |
|
60 |
60 |
|
60 |
60 |
|
60 |
60 |
|
60 |
60 |
(Sary,
2024)
Population
and Sample
1.� Population
The population of this study
consist of six classes. It is divided into two classes of eighth grade, two
classes eighth grade, and two classes ninth grade of SMP Negeri 6 Wasile. The total of students is 114 consisting of around
15 students in each class.
2.� Sample
The sample from this study
used a simple random sampling technique. Simple random sampling is a sampling
method that is carried out randomly, regardless of how large or small the
population is. This method is used if the population is homogeneous or relatively
homogeneous (Fauzy 2019:1.19). Thus, the researcher
chose a population from eighth grade. Class A and class B are divided into
experimental class and control class. The experimental class is class A while
the control class is class B with 15 students each. So, the total sample is 30
students.
RESULTS
AND DISCUSSION
Result
Data were taken
from tests, observation sheets and questionnaires. Students were given a test
with a pre-test conducted before the treatment. After that, students were given
treatment and then at the end of the meeting students were given a post-test.
During the treatment in the experimental class, observations were made using
observation sheets related to the teaching and learning process in the
classroom. Observations were made to students and teachers in the treatment
process given using content-based learning. Questionnaires were given to
students in the treatment class at the end of the meeting. There are following
results of this research:
1.
Test Analysis Result
The test was given
to the experimental class and the control class. The test was divided into
pre-test and post-test. The pre-test was given before the treatment was carried
out by the teacher while the post-test was carried out after the treatment from
the teacher for each class.
2.� Observation Analysis Result
Observations were
conducted using observation checklists for teachers and students. Observation
checklists for teachers were conducted to observe the implementation of
content-based instruction in learning activities. Meanwhile, observation
checklists for students were conducted to see students' responses to teaching
and learning activities using content-based instruction. These observations
were conducted during four meetings when the treatment was carried out in the
experimental class.
a.� Observation analysis for the teacher
Observation for
teachers was conducted during treatment using content-based instruction for
four meetings. This observation aims to see the implementation of content-based
instruction carried out by teachers. The following are the results of the
observation checklist analysis for the teacher analysed
using SPSS with descriptive analysis in table 12 and table 13.
Table 2 Percentage of
Observation Checklist for The Teacher
|
Aspects |
Meeting |
Percentage (%) |
|||
|
I |
II |
III |
IV |
||
|
Deliver material according to the learning plan |
4 |
4 |
4 |
4 |
80 |
|
Apperception corresponds to the material |
4 |
4 |
5 |
5 |
90 |
|
Motivate students |
4 |
4 |
4 |
4 |
80 |
|
Convey learning objectives |
4 |
4 |
4 |
4 |
80 |
|
Utilize videos/images related to the student
environment to explain material |
4 |
4 |
4 |
5 |
85 |
|
Conduct questions and answers to explore students�
knowledge |
4 |
4 |
4 |
5 |
85 |
|
Teachers teach with enthusiasm |
5 |
5 |
5 |
5 |
100 |
|
Teachers use a variety of media |
4 |
4 |
4 |
4 |
80 |
|
Teachers carry out varied activities |
4 |
4 |
4 |
4 |
80 |
|
The teacher gives students the opportunity to choose
things they like |
5 |
5 |
5 |
5 |
100 |
|
The teacher checks students� understanding |
4 |
5 |
5 |
5 |
95 |
|
Teachers use English as the dominant language |
4 |
4 |
4 |
4 |
80 |
|
Provide evaluation |
4 |
4 |
4 |
4 |
80 |
|
Reflection |
4 |
4 |
4 |
4 |
80 |
|
Use time according to the lesson plan |
4 |
4 |
4 |
4 |
80 |
|
Total |
1.275 |
||||
|
Average |
85 % |
||||
Table 3 Descriptive Statics
of Observation Checklist for the Teacher
|
|
N |
Minimum |
Maximum |
Mean |
Std. Deviation |
|
Meeting I |
15 |
4 |
5 |
4.13 |
.352 |
|
Meeting II |
15 |
4 |
5 |
4.20 |
.414 |
|
Meeting III |
15 |
4 |
5 |
4.27 |
.458 |
|
Meeting IV |
15 |
4 |
5 |
4.40 |
.507 |
|
Valid N (listwise) |
15 |
|
|
|
|
b.� Observation analysis for the students
Observation
checklist for students was conducted during the learning process. Observers
observed the responses of students when the teacher used content-based
instruction in the experimental class. This observation was conducted during
four meetings in the experimental class when the treatment was running. The
following are the results of the descriptive analysis of the observation
checklist for students using SPSS in table 14 and table 15.
Table 4 Percentage of
Observation Checklist for Students
|
Aspects |
Meeting (Students) |
Percentage (%) |
|||
|
I |
II |
III |
IV |
||
|
Students respond to the perceptions conveyed |
10 |
10 |
10 |
10 |
66,6 |
|
Students are motivated by teachers |
13 |
13 |
13 |
13 |
86,6 |
|
Students pay close attention when the teacher
explains |
11 |
11 |
11 |
14 |
78,3 |
|
Students are very enthusiastic when teachers use
variety of media based on CBI |
13 |
13 |
13 |
13 |
86,6 |
|
Students are enthusiastic when the teacher asks
questions |
12 |
12 |
12 |
12 |
78,3 |
|
Students are enthusiastic about learning |
10 |
10 |
11 |
12 |
71,6 |
|
Students are interested in the various types of
media used and understand more |
13 |
13 |
13 |
13 |
86,6 |
|
Students carry out varied activities in learning |
11 |
11 |
11 |
11 |
73,3 |
|
Students choose things they like in lessons and
develop them in learning |
11 |
11 |
11 |
13 |
76,6 |
|
Students understand the lesson well |
10 |
10 |
10 |
10 |
66,6 |
|
Students use English predominantly |
8 |
8 |
8 |
8 |
53,3 |
|
Students follow the evaluation given |
15 |
15 |
15 |
15 |
100 |
|
Students can reflect on learning outcomes |
13 |
13 |
13 |
13 |
86,6 |
|
Students leave class on time |
15 |
15 |
15 |
15 |
100 |
|
Total |
1.111 |
||||
|
Average |
79,3 % |
||||
Table 5 Descriptive Statics
of Observation Checklist for the Students
|
|
N |
Minimum |
Maximum |
Mean |
Std.
Deviation |
|
Meeting I |
14 |
8 |
15 |
11.71 |
2.016 |
|
Meeting II |
14 |
8 |
15 |
11.79 |
2.007 |
|
Meeting III |
14 |
8 |
15 |
11.86 |
1.956 |
|
Meeting IV |
14 |
8 |
15 |
12.29 |
1.978 |
|
Valid N (listwise) |
14 |
|
|
|
|
3.� Questionnaire Analysis Result
The questionnaire
was given to students in the experimental class at the last meeting. It was
given to find out the motivation and requests for writing skill learning after
the implementation of content-based instruction. Students were asked to fill
out the questionnaire by giving a rating to each statement on the question
sheet. The following are the results of the questionnaire analysis in table 16.
Table 6 Descriptive Statics
of questionnaire
|
|
N |
Minimum |
Maximum |
Mean |
Std. Deviation |
|
Item 1 |
15 |
4 |
5 |
4.60 |
.507 |
|
Item 2 |
15 |
3 |
5 |
4.40 |
.632 |
|
Item 3 |
15 |
3 |
5 |
4.13 |
.743 |
|
Item 4 |
15 |
3 |
5 |
4.20 |
.775 |
|
Item 7 |
15 |
3 |
5 |
4.40 |
.737 |
|
Item 9 |
15 |
3 |
5 |
4.40 |
.632 |
|
Item 12 |
15 |
3 |
5 |
4.53 |
.640 |
|
Item 13 |
15 |
3 |
5 |
4.60 |
.632 |
|
Item 14 |
15 |
4 |
5 |
4.67 |
.488 |
|
Item 15 |
15 |
4 |
5 |
4.60 |
.507 |
|
Item 16 |
15 |
4 |
5 |
4.67 |
.488 |
|
Item 17 |
15 |
3 |
5 |
4.53 |
.640 |
|
Item18 |
15 |
4 |
5 |
4.53 |
.516 |
|
Item 24 |
15 |
4 |
5 |
4.60 |
.507 |
|
Item 25 |
15 |
3 |
5 |
4.53 |
.640 |
|
Total_X1 |
15 |
62 |
74 |
67.40 |
3.757 |
|
Item 5 |
15 |
4 |
5 |
4.60 |
.507 |
|
Item 6 |
15 |
4 |
5 |
4.80 |
.414 |
|
Item 8 |
15 |
4 |
5 |
4.73 |
.458 |
|
Item 10 |
15 |
4 |
5 |
4.80 |
.414 |
|
Item 11 |
15 |
4 |
5 |
4.73 |
.458 |
|
Item 19 |
15 |
4 |
5 |
4.73 |
.458 |
|
Item 20 |
15 |
4 |
5 |
4.67 |
.488 |
|
Item 21 |
15 |
4 |
5 |
4.73 |
.458 |
|
Item 22 |
15 |
4 |
5 |
4.73 |
.458 |
|
Item 23 |
15 |
4 |
5 |
4.73 |
.458 |
|
Total_X2 |
15 |
42 |
50 |
47.27 |
2.492 |
|
Valid N
(listwise) |
15 |
|
|
|
|
Tthe results of the
descriptive statics analysis of the questionnaire in table 16 It can be seen
that the mean on the questionnaire has a number above 4. This shows that the
answer on the questionnaire is high. So, it can be concluded from the data
obtained that students agree that the use of content-based instruction can
increase student motivation. The basis for making this decision is in
accordance with the calculation of the likert scale
according to Sugiyono (2017) with the highest score
of 5 which indicates (strongly disagree), 4 (agree), 3 (neutral), 2 (disagree),
and 1 (strongly disagree). From the mean of the data shows a number of 4 and
above which means agree to strongly agree from all positive questions presented
regarding the use of content-based instruction.
Discussion
The
data were taken from tests, observation sheets and questionnaires. Students
were given a test with a pre-test conducted before the treatment. After that,
students were given treatment and then at the end of the meeting students were
given a post-test. During the treatment in the experimental class, observations
were made using observation sheets related to the teaching and learning process
in the classroom. Observations were made to students and teachers in the
treatment process given using content-based learning. Questionnaires were given
to students in the treatment class at the end of the meeting.
This
study tried to analyze the Impact of Content-based instruction on Students'
Writing skill and Learning Motivation at SMP Negeri 6 Wasile.
There are three aspect describe in this study. They
are the influence of content-based instruction learning model on writing
skills, application of the content-based instruction learning model in teaching
writing skills, and the influence of the content-based instruction learning
model on student motivation in learning writing.
1.� Application of The Content-Based Instruction
Learning Model in Teaching Writing Skills
The
use of content-based instruction in classroom teaching by teachers can be seen
through observations made to teachers and students. From the results of teacher
observations, it can be seen that the percentage shows the number 85 with a Std
Deviation above > 0.05 which is included in the category (very good)
according to the Interpretation of Observation Results by Riduwan
(2015) which can be seen in table 9 (Adnan et al., 2016).
This
proves that the use of content-based instruction has a good effect in its use
in the classroom. This is same as the statement from Al Amrani (2019) there is
a fact that students have made more progress in language teaching and learning.
Then, evidenced by the percentage of 85% which is included in the very good
category. In addition, observations on students show a percentage of 73.9% and
with a Std Deviation above > 0.05 which indicates the category (good) so
that the application of content-based instruction in writing skill learning
also provides a positive direction for students.
The
delivering material according to the result (85%) shows that the teacher maintained alignment with structured objectives.
Additionally, the use of videos and images related to the students' environment
scored an impressive 85%, which indicates that incorporating multimedia
relevant to students' experiences helps in fostering a more engaging and
relatable learning environment (Kilag et al., 2023). This suggests that the Content-based instruction model, by
focusing on real-life content, stimulates interest and promotes better
understanding in writing tasks.
Observations
were conducted by looking at several aspects of teacher and students.
Observations conducted on teachers with fifteen observation aspects include:
deliver material according to the learning plan, apperception corresponds to
the material, motivate students, convey learning objectives, utilize
videos/images related to the student environment to explain material, conduct
questions and answers to explore students� knowledge, teachers teach with
enthusiasm, teachers use a variety of media, teachers carry out varied
activities, the teacher gives students the opportunity to choose things they
like, the teacher checks students� understanding, teachers use English as the
dominant language, provide evaluation, reflection, and use time according to
the lesson plan. It was found that teachers carried out teaching aspects with a
percentage of 85% which is classified as very good. So, from the results of
observations, the success of teachers in teaching in accordance with the
provisions for using content-based instruction was met.
Unfortunately,
many students are not good at writing. For example, in composition classes,
students cannot write simple essays. They are still influenced by their mother
tongue. Students consider writing as one of the most difficult language skills
because they need to express their ideas accurately in written English. This
phenomenon is caused by various factors. Writing courses usually focus on
completing the material and ignore the results. In addition, students may not
be able to pay much attention in writing classes because they may only focus on
one aspect, such as grammatical structure.
Instructors
not only teach in class, but also play a very important role in
decision-making, such as: choosing the right methods, materials, and media for
classroom teaching. On the other hand, students have their own performance
levels and learning styles that affect their understanding of the material. Language
skills, especially English, also include writing. Writing is the result of
several different activities that are very difficult to learn at the same time.
These individual tasks include taking notes, determining main ideas, sketching,
drafting, and editing. Writing is one way for someone to express themselves
freely through words. In addition, writing is basically a brain activity and
requires physical resources and the use of tools such as word processors, pens,
and paper. In theory, writing is an effort to create or reproduce written
communication. Before you write, you need to decide what you want to write.
Based
on the collected data, all participants reported that content-based teaching
was used throughout the teaching and learning process in the classroom. This
was not only seen in the materials used in learning, but also in the teacher's
teaching style which included the teaching process from the beginning to the
end of learning and used all the characteristics of content-based teaching. All
participants reported that the application of content-based teaching features
helped them read and understand English texts. Students had a positive attitude
towards content-based teaching methods and were able to improve their
understanding in writing English texts.
There
is an important message that needs to be conveyed. Indeed, the purpose of
writing is to communicate with readers using traditional graphic elements such
as words, sentences, punctuation, and letters. Therefore, we can conclude that
skills are a person's ability, which is obtained through difficult steps, to do
good and useful deeds. This statement leads to the conclusion that writing is a
productive language and is a tool for communicating ideas that require the
application of critical thinking. Writing is a learning process, so that in
addition to being able to communicate and express their ideas, students can
also learn to write correctly. Content-based learning is an integration between
content learning and language teaching objectives.
More
specifically, it refers to the simultaneous learning of language and subject
matter, with the form and order of language presentation determined by the
subject matter. Content-based learning is an approach to second language
teaching in which instruction is based on the content and information that
students have acquired. It is an approach to learning English that combines
subject matter content and language skills. It is one of the methods in
language teaching. It serves multiple purposes as it provides a rich context
for language courses. It is intended that just as students can learn a language
by using it in a particular context, they can also learn it using any subject
context. Maintaining students' motivation and interest are two key elements that
form the basis of content-based education.
This
study is an in-depth study conducted on a writing course about students'
difficulties in developing their ideas into good essays. The purpose of this
study is to help students improve their writing skills and transform their
ideas and knowledge into superior essays through content-based academic
writing. Content-based writing learning can be an effective way to develop the
necessary skills because this approach approaches writing in a similar (or
identical) way to how writing is assigned, prepared, and answered in real
academic courses. Thus, the application of writing learning still follows the
four stages of writing learning. Pre-writing, first draft writing, revision,
and publication. Different content contexts are transformed into language
learning tools. Learning activities include writing, reading, listening, and
synthesizing content from sources. According to CBI, content-based learning in
the teaching and learning process in this environment emphasizes more on
mastering the content of the material than the philosophy of the language
itself. This automatically leads to students' mastery of the objectives. The
material is basically challenging and situational, so students usually learn
effectively if they are motivated. Therefore, teachers are strongly advised to
provide opportunities for students to discuss essay topics so that they can
participate more actively in class. It is hoped that with the implementation of
CBI, students can learn the language more effectively and acquire writing
skills while being aware of the challenges that exist.
Teaching
methods to improve students' English proficiency have been widely and
extensively researched in various settings to find the best methods that can
really improve English performance. Content-based education is considered an
effective teaching method because it uses English as a medium to convey content
knowledge and at the same time provides students with more opportunities to use
English in the classroom. Therefore, the use of English depends on meaningful
goals (what is learned) and frequent practice (opportunities to use English).
Language is seen as a medium for learning content, and content is seen as a
resource for learning and improving language. Teachers should teach English by
providing students with speaking opportunities to teach content-based
instruction and by creating a classroom environment that provides students with
many opportunities to produce English.
Therefore,
many researchers believe that through the essential features of language
learning, it is possible to combine language learning and academic content,
participate in activities, develop competence in academic discussions, and
encourage the development of effective learning strategies and realistic
methodologies. Many studies on content-based education have shown positive
results. However, empirical data must be collected to determine the
effectiveness of content-based programs in various situations. Therefore,
further empirical data is needed to complement the existing knowledge of
content-based teaching. Because there is still limited research on the
importance of English, appropriate English language teaching, and content-based
teaching in education. Current research uses content-based teaching as a
learning method to improve English language skills.
Content-based
teaching has been developed, tried and tested, and the results lead to a better
understanding of content-based teaching and help teachers make better decisions
in teaching English more effectively, it is believed that it can serve as a
guide to developing content-based learning experiences in a way that really
improves your English performance. There are different ways to learn and teach
writing. Furthermore, the strategies, methods, and techniques related to
real-world problems and issues, are authentic and can be used to teach writing
skills. Content-based learning is one of them. This learning does not only
stimulate students' interest. Content-based learning is language teaching by
involves interesting and relevant content to the learner. This content has
various purposes. It provides a rich context for language teaching and allows
teachers to introduce and explain certain language features.
In the
observations conducted on students in the experimental class, there were
fourteen aspects observed, including: students respond to the perceptions
conveyed, students are motivated by teachers, students pay close attention when
the teacher explains, students are very enthusiastic when teachers use a
variety of media based on content-based instruction, students are enthusiastic
when the teacher asks questions, students are enthusiastic about learning,
students are interested in the various types of media used and understand more,
students carry out varied activities in learning, students choose things they
like in lessons and develop them in learning, students understand the lesson
well, students use English predominantly, students follow the evaluation given,
students can reflect on learning outcomes, and students leave class on time. In
the observations conducted, students obtained a percentage of 73.9% which is
included in the good category. So, from the results of observations of students
it is known that students receive lessons well so that the observation aspect
for students is sufficiently fulfilled.
Therefore,
from the results of observations made by observers to teachers and students and
based on existing theories. Application of content-based instruction in writing
learning is carried out well and meets the aspects in the observations made.
From observations it is also known that the use of content-based instruction
makes students react positively to the learning.
2.� The Influence of Content-Based Instruction
Learning Model on Writing Skill
Based
on the results obtained from the test there are significant differences. This
difference can be seen from the results of the pre-test and post-test scores
conducted on the experimental and control classes. The experimental class
taught using content-based instruction tends to have a significant increase in
scores compared to the control class taught using the conventional method.
The
results of the post-test scores of the experimental class after being treated
using content-based instruction were higher than the post-test results of the
control class which was treated using a conventional approach. This is because
the use of content-based instruction can provide an increase in students'
learning competence in writing skills. This is in accordance with the opinion
of Bula (2018) that content-based instruction applies strongly to the
principles of communicative language teaching, as they involve active
participation of students in content exchange. The material taught in existing
educational units is tailored to students' interests and creativity. In
addition, based on the results of research from Villalobos (2018) found that
content-based instruction is a good approach to use in learning English because
it can improve student learning outcomes effectively.
The
use of content-based instruction can make students think more critically about
learning content that is adjusted to students' social lives. This is in line
with the opinion of Sato et al (2017) that to achieve the goal in learning,
students' critical thinking must be nurtured (Sato et al., 2017). To encourage critical thinking on texts, it is necessary
to add social issues related to students' environment. Developing students'
critical thinking is a core component in learning at all levels before mastering
content and language. In using content-based instruction, in addition to
increasing students' critical thinking, the learning that is loaded is in the
form of content related to students' own social and environmental issues.
In
short, content-based education is preferred for several reasons. This is
because content-based education allows students to construct their own
knowledge throughout the process and focuses on language-based subject
learning. Students will also look for ways to highlight how imaginative and
creative learners are and how they contribute to the learning process. Students
will be more interested in completing writing exercises based on the material
given by the teacher, rather than sitting and listening to the entire lecture.
This makes it easier to create meaning and construct sentences through a series
of activities that culminate in successful writing. In addition, it makes it
easier for students to share ideas and correct each other. Utilizing content-based
learning in writing classes is one way to improve writing skills in vocational
high schools. This is a good activity to motivate your students and stimulate
their interest. This is because students may not have ideas to write and their
grammar may not be good enough. Content-based learning helps in instill or
develop writing skills.
Therefore,
based on the results of this research, the use of content-based instruction influence students' writing learning outcomes. This is in
line with the understanding that writing is a complex task that requires fine
motoric and cognitive coordination, and reflects the social and cultural
patterns of the writer's time. Selain itu menurut
Dastgeer & Afzal (2015) writing skill is an important skill in students'
academic evaluation (Dastgeer & Afzal, 2015). However, there are
difficulties that students must face to achieve this competence. One of the
causes of students' difficulties in meeting writing competence includes
conventional teaching used. Thus, the importance of teaching, especially the
chosen approach, greatly influences the results obtained by students. The
selection of content-based instruction is considered to be one of the
approaches that are said to be appropriate in honing students' writing skills
based on the results obtained from this study.
Content-based
instruction for language learning in which instruction is organized around the
content of the information students receive, rather than the type of language
curriculum. Content-based instruction is the teaching of academic subjects in
the language students are learning. The best conditions for learning a foreign
language occur when the target language and meaningful content are integrated
into the lesson. In content-based instruction, students are exposed to topics
rather than forms of language they understand implicitly. In content-based
instruction, language plays a precise role as a means to achieve a set of
content objectives. Content-based learning helps motivate language learners by
encouraging them to use the language itself to learn a new language, from the
beginning stages to the stage of independent use. Students tend to be more
engaged when authentic materials, content, and contexts are used.
This
is in contrast to traditional teaching methods and materials such as textbooks,
memorization, and practicing grammar rules. CBI focuses on what is being taught
rather than the target language itself. This means that learners are exposed to
the language in a more dynamic and engaging way. The active nature of
content-based learning allows learners to develop critical thinking and life
skills that can be used in a variety of ways outside the language classroom
environment. It also provides opportunities for students to think actively,
using rich materials and connecting authentically to the real world.
Content-based learning is a powerful tool for innovating foreign language
teaching in a variety of educational settings. It allows CBI strategies to be applied
regardless of the age or learning level of the participating learners. This
means that CBI certainly supports the use of collaboration-oriented methods
among students.
More
than any other aspect of education, writing has been shown to be necessary for
all aspects of learning and is an important aspect to master. Content-based
learning (CBI) is instruction that focuses on language learning through
learning about something. Content-based learning in language education.
Instruction revolves around the content and information that students acquire,
not language or other curriculum. Content-based
language teaching is a communicative approach in which students use the target
language to interpret, express, and negotiate meaning. Content-based language
teaching. Instruction is based on the content and information that students
acquire, not language or other curriculum.
Content-based
instruction in writing also requires better students. In this learning, it is
assumed that students are autonomous and independent so that they are aware of
their own learning process and can take responsibility for their own learning.
In addition, students are expected to support each other in a collaborative
learning mode. Students must accept this new approach to language learning.
This includes not only learning the language itself, but also teaching language
through science and the study of certain topics. In other words, the focus is
on learning something rather than learning a language. Language education is a
type of bilingual education and special instruction that teaches the language
necessary for learning in school and at the same time improves thinking skills.
Students
with low creativity show the opposite characteristics. They tend to be passive
in following learning. They are embarrassed to do something because they are
afraid of making mistakes. They lack the innovative ability to do something
different, consider things monotonous, and are unable to develop ideas. They do
not know what to do because they lack inspiration. Students who are less
creative will be less active. They wait for their friends to act and then
follow their example. In addition, when the teacher asks students something,
they remain silent. The above problems are caused by students who do not focus
on what they are doing. Students with low creativity underestimate their
self-esteem, consider themselves less than they should be, and focus on their
weaknesses.
Moreover,
most people reduce their creative thinking when they are not too serious and
focused on the task. The problem today is that pressure is almost always there.
This requires more attention so that teachers need to carry out intensive
control during learning so that students can enjoy the teaching and learning
process. Therefore, students with high creativity have better writing skills
than students with low creativity, because without creativity a person cannot
progress. There is an interaction between the method and student creativity
during writing learning.
Using
a good strategy to lead successful learning. One way to learn to write is
through content-based learning. Content-based learning is the teaching of
content or information in the language being studied, without teaching the
language itself directly or explicitly separately from the content. Content
here means using the subject matter as a means of teaching and learning the
language. Content is used in various senses related to the material or topic we
are studying or communicating through language, not the language we use to
deliver it.
This
is good because it provides a natural context in the use of the target language
in the classroom, the focus of learning is on the content being taught, and
students can master the content area where what they learn can be applied in
the learning process believe it. You can also explore their writing because
there will be many opportunities to express their expertise. Creative learners
are someone who is active, creative, curious, engaged, and committed to
exploring their abilities to gain competence and skills. They are constantly
generating new ideas and innovations to achieve greater success. A highly
creative learner is someone who focuses on four stages: exploring, creating,
choosing, and applying creativity to an organization. Creativity and innovation
are behaviors that need to be encouraged throughout the organization using
measurable processes to achieve results. It is undeniable that content-based
learning is more effective. It is also effective for highly creative learners
because they have more demands and interests in learning and practicing
English.
Content-based
instruction has several positive impacts on English language learning. It makes
the learning process more interesting. Learners can use the language to perform
various tasks related to their learning objectives, making them more
independent and confident. Learners can develop their own knowledge to support
their academic needs. Learners can develop their academic skills in data
collection, summarization, and analysis. Learners are trained to obtain
information from various sources, evaluate and reconstruct the information, and
develop thinking skills that can be used in research in various fields of
science. Group work, one of the Content-based instruction learning methods,
helps students improve communication skills and develop strong social skills.
However,
CBI still faces several challenges. For example: Because this approach does not
specifically teach grammar, learners may be confused about how to improve their
language skills. Learners are more likely to use their first language than
their target language. Content-based instruction aims to enable students to
draw conclusions and analyze texts in their own words. Various solutions are
offered to overcome these challenges. Teachers give some practice questions to
ensure understanding of English grammar. Teachers can also explain why they use
English or why they combine their mother tongue and target language. Teachers
may read texts in the students' regional languages, but the discussion must be
in English and vice versa.
Therefore,
writing is a very important skill to learn and master. Based on the ststement from Steinlen (2018)
define in linguistic systems, sentences depend on many of the same structures
as language, such as vocabulary, grammar, and semantics, and also often on the
formal form of a system of signs and symbols (Steinlen, 2018). Thus, the use of content-based instruction provides good
benefits for students to practice writing skills. This is in line with the
statement from Vanichvasin (2019) the use of
content-based instruction contributes to improved English language performance
because it helps students learn and perform better in English (Vanichvasin, 2019). �
In
relation to the development of writing skills, the mother tongue issue has a
major impact on foreign language learning. Knowledge and writing skills in the
mother tongue, whether lacking or not, are transferred to writing in a foreign
language. Writing skills are transferred from one language to another. Written
production is reflected in their writing using a foreign language, in this case
English. Given the scenario described, it is important to encourage activities
that respond to the educational and academic needs of learners and create
appropriate situations that not only improve verbal communication skills but
also general cognitive skills. The development of writing in a foreign language
requires the application of a series of strategies and activities based on
theoretical contributions, leading to the mastery of writing as a tool for
expressing ideas, building knowledge and expanding culture. In other words,
learning should not be limited to the acquisition of vocabulary and grammatical
structures, but should develop cognitive skills and view language as a tool and
not an end in itself.
Content-based
instruction is considered an effective teaching method and is an important tool
for creating diverse opportunities for using English by including meaningful
topics and frequent practice. Content-based learning (CBI) is considered as one
of the learning methods to improve English language skills. Learning is
organized in a content-oriented manner, and the principles of content-based
learning are strongly embedded in the principles of communicative language
teaching, as students actively participate in the exchange of content. It is an
approach to achieving language proficiency by shifting the focus from language
learning to content learning, which focuses on content rather than language and
integrates language and content learning. The goal is to: at the same time, you
will also acquire language skills. English classes are organized around
content. In content-based learning, students learn language and content
simultaneously, supporting each other's development.
In
this era, writing is very important because humans communicate not only through
verbal communication but also through nonverbal communication. Students who
have difficulty writing are still unable to form paragraphs. Writing has now
become an important form of communication and is used as a means of
communication to connect people across time and place, allowing students to
share their thoughts as they would if they did not have writing skills. English
is one of the most widely spoken languages in the world and is used by most
people to communicate. On the other hand, English is considered a foreign
language (EFL) in Indonesia.
English
has been added to the list of compulsory subjects taught in educational
institutions, with classes starting from junior high school and continuing
through university. In fact, to learn English, you need to master four basic
skills: speaking, listening, reading, and writing. Therefore, writing is an
important form of communication and is used as a means of communication to
unite people regardless of time and place. Good writing skills allow students
to communicate their thoughts and ideas to others in a way that is easy to
understand. Therefore, writing is one of the most important skills that English
learners must master. In addition, writing skills are very important because
they affect students' English learning outcomes.
�However, one of the signs of a student's
English proficiency is their writing ability. Therefore, in order for English
learners to internalize English, they must be able to write in English. It is
clear how important it is to master writing skills, but in reality
students' writing skills are still not satisfactory. Writing is considered the
most difficult skill for second language learners to master. This is because
there are many problems and issues in the process of teaching and learning to
write in EFL courses, such as vocabulary, punctuation, grammar, and structure.
In some cases, writing is used to give instructions or complete something, such
as using a communication tool to receive messages or to convey complaints
through letters.
Language
is best learned as a learning tool, not an object. CBI models vary in design
and implementation depending on the environment, level, and type of learning.
Some models have proven successful at the elementary school level, while others
have proven effective. Some models focus on content, others on language, and
some models are taught by the same instructor, while others are taught by
different instructors.
However,
there are generally three content-based education models. namely, topic-based
language teaching, protected content teaching, and additional language
teaching. Topic-based language teaching is a model in which courses are taught
by language teachers and are structured around topics or themes, with topics
being the backbone of the curriculum. The main goal is to help students improve
their second language skills in a particular subject area.
So
that, based on the explanation of several theories and statements by
researchers from the research results obtained. Content-based instruction has a
very good impact on students. Then, the use of content-based instruction
influences students' writing skills which is marked by a significant increase
in scores in the experimental class treated using content-based instruction. As
a comparison, the control class taught using a conventional approach tends not
to experience a significant increase in scores. It can be scientifically
confirmed that content-based instruction influences students' writing skills.
3.� The Influence of The Content-Based Instruction
Learning Model on Student�s Motivation in Learning Writing
The
use of content-based instruction in learning writing skills also provides more
learning motivation to students. It can be seen in table 4.15 which shows the
mean in the answers given by students shows a number of more than > 4 and
above which means based on the results of the liker scale that (agree).
Students feel that the use of content-based instruction can increase motivation
in learning English, especially in writing skills. This is in line with the
theory that content-based instruction is considered a technique that can be
used to increase student motivation (Sjamsiar, 2021). Although in its implementation, content-based instruction
needs to be assisted with motivational support to improve student motivation
better. However, the use of content-based instruction directs student
motivation to the positive realm. This statement is also in accordance with Lai
& Aksornjarung (2018) argue that in general
students have a very positive attitude towards content-based instruction
courses and their motivation to learn English is at a moderate level (Lai & Aksornjarung, 2018).
Content-based
instruction (CBI) is English language learning that combines specific topics
with English language learning objectives. This approach focuses on using
English language skills as a �bridge� to understanding specific topics or
topics in English. Currently, this approach can be used for multimedia learning
to support English language learning on computers. Multimedia learning using a
computer system is the use of different media formats either sequentially or
simultaneously when presenting independent learning programs on a computer.
Content-based
learning refers to the language teaching that is structured based on the
content and information that students have acquired, rather than intuition or
the nature of the curriculum. In content-based learning, students learn English
while building English knowledge and skills. For example, students learn how to
use different verb forms. This approach creates a positive atmosphere for
students to learn English skills in a fun and flexible situation. This approach
has great potential to increase students' motivation in learning English.
However, the planned learning process must be supported by effective media for
presenting materials. Currently, more and more teachers are choosing multimedia
with computer-assisted learning to teach English content. Multimedia is the use
of various media formats one by one or simultaneously in a presentation or a
specific self-study program. Multimedia consists of various aspects such as
text, images, audio, video, and animation, allowing you to present your materials
effectively.
Learning
media combines several aspects such as text, images, graphics, audio, and
video. English language materials are mostly presented on a computer display
that combines all aspects of multimedia. This method helps students understand
the material more deeply by visualizing concepts. When integrating the CBI
approach into computer-based multimedia learning, there are two important
aspects to creating effective multimedia content. These are the presentation of
reading texts and the integration of all English language skills. In presenting
reading texts, the CBI approach plays an important role in presenting readings
on specific topics based on student interests. The multimedia aspect also plays
an important role in visualizing all concepts and vocabulary from the reading.
This article introduces the basic concepts, provides several examples of
multimedia learning displays, and details the integration of the CBI and
multimedia learning for English language learning.
We can
see that content-based instruction creates an environment where students are
more engaged and motivated to improve their writing. This approach not only
makes language learning more enjoyable but also helps students develop writing
skills in a more natural and purposeful way. As a result, content-based
instruction proves to be an effective model in enhancing both motivation and
writing proficiency among students.
The
understanding of affecting motivation can be caused by several factors as
explained by Alizadeh (2016), including positive attitude towards community,
the enjoyment of learning and external pressures (Alizadeh, 2016). Then, based on the points that cause effective motivation
in learning. Content-based instruction can help students become more aware of
patterns. Guided practice means encouraging students to use features in
meaningful, controlled contexts and receiving feedback to improve automaticity
and accuracy. Independent practice is applied in content-related situations and
students are encouraged to use language features in a more open way to develop
language skills, motivation and self-confidence (Maming et al., 2020).
Therefore,
the students thst using content-based instruction can
be fulfill learning outcomes, namely: specific and clear, realistic, desired
learning outcomes are based on active verbs in the future tense form, developed
based on the program, sufficient, according to the program curriculum, simple,
not complicated and focus on learning outcomes.
Positive
teachers are a key element in creating a collaborative classroom. Confident
teachers are more likely to display classroom management behaviors that
encourage positive attitudes and motivate students to learn. Teachers who are
reluctant to speak English may inappropriately encourage non-directive behavior
and be easily distracted from classwork without regard for student performance.
Teachers influence students through their teaching philosophy. Some teachers
discourage students from speaking, while others allow students to express their
opinions and express their feelings.
Therefore,
CBI has become popular in the classroom. The main reason is that learners seem
to be more motivated when they learn something that interests them, rather than
just learning a language. Language education should go beyond simple grammar
skills to promote actual language acquisition and enable students to truly
function in the target language with all its cultural, linguistic and social
components. CBI is a useful approach to developing learners� communicative
skills, especially since it focuses on paraphrasing and using language in
specific cultural situations. It also helps develop language skills in
real-world situations and meaningful purposes. CBI is part of a new paradigm in
teaching and learning.
The
idea of developing students� communicative skills is what enables them to
participate in the target culture. The main features that underlie this new
paradigm (common to several communication techniques): All the previous factors
are taken into account when setting goals. Language techniques in the classroom
are used to promote language with meaningful purposes. Fluency and accuracy are
complementary elements. Language is used in situations that are not drilled,
just like in the real world. In addition, language teachers need to incorporate
more content into their lessons to achieve learning goals. Some language
structures, strategies, and sociolinguistic components are easier to teach
using specific content.
Basically,
content gives meaning to everything. The students' needs must be considered
when selecting materials so that teachers can successfully implement learning
proposals. This makes the process of learning the target language more
motivating and interesting, because students use the language for real-world
purposes. This allows students to become more confident and independent.
Another advantage is that CBI is very popular among teachers. Because CBI helps
students develop and master learning strategies such as: B. Note-taking,
summarizing, noting important points, etc. Ultimately, gaining a broader
knowledge of the world through CBI helps students develop valuable thinking
skills that can be applied to a variety of subjects as part of their general education
requirements.
Teachers
who talk a lot have fewer opportunities to talk to students and practice their
work. Often, linguistic and logical teaching methods are primarily used in
language teaching, but the types of learning and teaching methods used are
limited. These so-called traditional teaching methods are usually based on the
blackboard, conversations, book-based lessons, repetition and reinforcement,
and review sessions that culminate in comprehensive exams. To learn English,
you must learn actively. A good attitude in learning English is important
because it shows that the learner is intrinsically motivated to learn. The rate
and success of second language acquisition is greatly influenced by the
motivation of the second language learner. Learning a second language without
motivation can lead to poor understanding of the target language. These
ambitious children really appreciate the benefits they receive from learning
English. They are interested in completing English assignments because they
really appreciate the learning process. So that the existence of content-based
instruction can facilitate the learning stage which tends to be boring and
forces students to be more creative in developing ideas in writing.
Personal
attitude and language learning. The results showed that although the subjects
realized the importance of learning English, they did not have a strong desire
to learn the language. The subjects only had an average positive attitude
towards learning English. It is emphasized that language learning is closely
related to attitudes towards language. Having a positive attitude towards
language allows learners to have a positive attitude towards learning English.
Therefore, attitude can play a very important role in determining a person's
success in language learning. Students who have a positive attitude are more
motivated and successful than students who have a negative attitude. Therefore,
attitude is considered as one of the important factors that contribute to the
success of second language learning, because positive attitudes and motivation
need to coexist for successful language learning. Therefore, it is important to
change students' perceptions and attitudes in learning using the right content in
language learning.
CONCLUSION
The
study concludes that writing is a crucial skill that students must master to
enhance language proficiency, supporting the integration of language skills and
elements. Writing enables students to convey ideas, understand messages, and
develop critical skills. However, many students find English writing
challenging, often due to low motivation and ineffective teaching methods that
fail to engage their creativity. To address these challenges, teachers should
create an engaging classroom environment that stimulates students' interest in
writing. Content-Based Instruction (CBI) is highlighted as an effective method
to improve student motivation and writing skills. Through CBI, students engage
with meaningful content relevant to their environment, which supports both
language and concept development. Observations showed that CBI positively
impacts student attitudes and motivation, as students actively participated
throughout the lessons. Results from an experiment with eighth graders at SMP
Negeri 6 Wasile indicated that students taught using
CBI significantly outperformed those taught with conventional methods.
Moreover, feedback from questionnaires revealed that CBI enhances students'
motivation by making learning enjoyable and effective, fostering critical thinking,
creativity, and confidence. While CBI promotes linguistic and cognitive growth,
it also presents challenges, such as the need for high English proficiency
among educators and the tendency of students to revert to their native
language. To implement CBI successfully, teachers must clearly define language
objectives, adapt content to students' needs, use visual aids, and approach
grammar as a tool rather than a learning objective. CBI offers a robust
framework for integrating language and content, fostering comprehensive
language learning in various disciplines.
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